Thinking Styles Across Cultures: Their Relationships With Student Learning
By Li‐fang Zhang, Robert J. Sternberg. 2000
108 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/66429bafd997373c4823f105b2916e86ece3884b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Maria Kozhevnikov
- Li‐fang Zhang
- Carol A. Lundberg
- L. Schreiner
- Robert J. Sternberg
- Tomas Chamorro-Premuzic
- Adrian Furnham
- E. Sadler‐Smith
Citations in the corpus
- Thinking Styles: Their relationships with modes of thinking and academic performance (2002, methodology): “…has been obtained for the TSI, as discussed earlier in the literature review on the studies testing relationships of thinking styles to learning approaches (Zhang, 2000a; Zhang & Sternberg, 2000), self-esteem (Zhang & Sternberg, 2001), and to personality styles (Sternberg, 1994a; Zhang, 2000b).”
- Thinking Styles and the Big Five Personality Traits (2002, methodology): “These data can be found in the work of Zhang (2000a,b, 2001) and Zhang & Sternberg (2001).”
- The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement (2019, background): “The students’ characteristics, especially their cognitive style, can also influence their learning achievement (Zhang & Sternberg, 2001).”
- Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style. (2007, background): “However, numerous follow-up studies (Zhang, 2001; Zhang & Huang, 2001; Zhang & Sternberg, 2000) revealed that most of the thinking styles in Sternberg’s theory also can be classified into two categories.”
- Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity (2004, background): “Still others connect faculty interaction with particular learning styles of students; faculty who connect on a personal level facilitate the learning of students who have a more fielddependent or experiential learning style (Zhang & Sternberg, 2001).”